This section outlines our school’s key areas of focus. It reflects our commitment to continuous improvement and responds to the evolving needs of our students. Whether centered on student engagement, social-emotional well-being, or academic growth, our focus guides our learning journey and informs the strategies we implement throughout the year.
School Learning Story
Our school's learning story demonstrates how our school community is working to improve learning and well-being for students. This ongoing commitment is driven by a continuous focus on enhancing student achievement and enriching students’ experiences at school. Our efforts are guided by district’s strategic plan and the Ministry of Education and Child Care’s Framework for Enhancing Student Learning policy. This is our collective learning journey, and reflects our shared commitment to growth, collaboration and continuous improvement in support of student success.
Our Focus 2025 2026
For the 2025/2026 school year our school’s learning focus is: | For the 2025–2026 school year, our school will build on the work begun in 2024–2025 by focusing on strengthening reading comprehension strategies to improve overall literacy. How can we support students in deepening their reading comprehension using diverse strategies, enabling them to develop stronger reading proficiency and confidently identify as readers?
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The data that supports the need for this school learning focus is: | In Fall 2025, all teachers administered the Richmond Formative Reading Assessment (RFRA), and early primary teachers completed SPARK screeners. Additionally, teachers provided classroom observations regarding the reading comprehension strategies students regularly employed. This combined data will guide and inform our instructional focus. |
Actions that the school will take to achieve the goals of our school learning focus include: | • Use time during staff meetings to reflect on what strategies students are using and what instructional practices support growth in reading comprehension. • In Fall and Spring, administer RFRA and SPARK screeners to collect data, review student progress and adjust instruction accordingly. • Provide ongoing collaboration time for teachers to plan for instruction that will strengthen student literacy. • Engage in professional learning focused on literacy during selected Pro D days. • Engage students in self-reflection regarding their perceptions of literacy, their preferred reading comprehension strategies and their identity as readers. |
The intention of these actions is to make the following difference(s) for learners: | We want students to develop a wide repertoire of reading comprehension strategies, so they develop stronger reading proficiency. |
We will know our actions are making a difference when we have data that demonstrates the following: | We will know that students are successful when they can identify and use a variety of reading comprehension strategies and can demonstrate a greater proficiency in reading. We will know our actions are making a difference when report card data shows an increase in the number of students achieving proficiency in Language Arts and RFRA results demonstrate improved use of reading comprehension strategies |
Our Focus
Focus Archive
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Our Evidence
Here, we present the data and observations that shape our understanding of student learning and well-being. Through assessments, classroom observations, and staff reflections, we gather meaningful insights that help us track progress, and ensure that our approaches are making a difference for students.
Our Actions
This section highlights the concrete steps we take to support our school’s learning goals. From instructional strategies to school-wide initiatives, we document the ways we put our focus into practice. By fostering a collaborative approach, we ensure that our actions lead to meaningful improvements in student success and well-being.
Our Path Forward 24-25
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What makes a powerful reader?
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Lunch and Learns
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Our Next Steps
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